PLA Process for Students & Assessors

Adult Learning Consortium WorkshopLake BlackshearJune 22-23, 2009

Valdosta State University

What is PLA?

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What is PLA?

“The assessment of learning attained through experiences

irrespective of the time and place in which they occurred.”

Assessing Learning, 2nd edition, (2006) By Morry Fiddler, Catherine Marienau, and Urban Whitaker p.12.

The Council for Adult and Experiential Learning (CAEL) at http://www.cael.org/.

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Focus on learning – not just experience

Learning based on: - experience and

- academic theory

Assessing Experience-Based Learning

Learning

Experience Theory

Why do we need PLA?

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GA-BOR Goals

ALFI (Adult Learning Focused Institution) is a goal of GA Board of Regents

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Unit Goals

From Valdosta State University’s Strategic Planning Goals: 5 Goals in 5 Years Enrollment & Retention

Assess and implement changes in faculty load, facilities, course offerings & class scheduling to enhance the use of university resources in support of planned growth.

Increase number of students seeking certification and licensure renewal.

Develop a proposal for programs and program delivery strategies that meet the needs of non-traditional degree seeking students.

Financial Support Improve profile in the Valdosta community, by

continuing to develop external/community partnerships.

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Adult Learning Focused Institutions

Serve adult learners effectively: Outreach Life & Career Planning Financing Assessment of Learning Outcomes Teaching-Learning Process Student Support Systems Technology Strategic Partnerships Transitions

8http://www.cael.org/alfi.htm

The ALFI Toolkit

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With these two measures we can compare the perceptions of our institution members

with those of the adult learners in our institution

What about academic rigor?

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Quality Assurance

Credit only for learning, and not for experience.

Assessment based on standards for acceptable learning.

Assessment based on an understanding of learning processes.

Assessment by appropriate subject matter experts.

Credit appropriate to the academic context.

The program of study and the student’s major, i.e., core, upper-division, or graduate, of the student determines the “academic context.”

Adapted From: Morry Fiddler, Catherine Marieneau & Urban Whitaker. Assessing Learning: Standards, Principles, & Procedures. Chicago: CAEL (Council for Adult and Experiential Learning), 2006.For more information visit: The Council for Adult and Experiential Learning (CAEL) at http://www.cael.org/.

What about Academic Freedom?

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Decisions: Academic Freedom

Although PLA uses a consistent format, Assessors establish academic legitimacy

Academic departments and/or assessors decide Courses eligible for PLA Learning outcomes for targeted courses Assessment protocols (rubrics) Resubmission options

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Assessment method depends on the course

Theoretical Applied

Exam e.g. Mathematics Essay e.g. English Portfolio e.g. Science Performance e.g. Fine Arts

Flexibility in Assessment

Traditional Behavioral

Who are the PLA students?

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Who are PLA students?

Did not complete college Hit a career ceiling -want promotion Need to retrain Individual experience – languages,

sociology, applied sciences, fine arts Personal interests - perspectives

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Students Spring 2008

Student Background Courses Completed Through PLA

Glenn Six years experience with Internet Service Provider (ISP); Psychology Major

PERS 2730 Internet Technology (2)

Betty Seven years working in group home for teenagers; Sociology Major

(Working on two courses in Sociology)

Charles Retired from military as noncommissioned officer, trained others; Criminal Justice Major (Undeclared)

PERS 2160 Perspectives on Leadership (2)

Don Twelve years in computers and networking, technical courses, Microsoft Certification; Chemistry Major

(Plans to complete two CS courses)

George Ten years in law enforcement, field training officer; Criminal Justice Major

CRJU 4910 Internship (4)

Dean Thirty years as manager, owns his own business; Biology Major

(Working on two Perspectives courses)

Six Students with Three Having Earned Credit So Far

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Students Summer 2008

Student Background Courses Completed Through PLA

Mary Five+ years clinical nursing experience, in RN to BSN Program

NURS 3150 Prin. of Bac. Nursing Ed. (3)NURS 3220 Community as Client (5) NURS 4060 Advanced Health Assess. (4)NURS 4400 Nursing Informatics (3)

Sam Five+ years clinical nursing experience, in RN to BSN Program

NURS 3150 Prin. of Bac. Nursing Ed. (3)NURS 3220 Community as Client (5) NURS 4060 Advanced Health Assess. (4)NURS 4400 Nursing Informatics (3)

Rebecca Five+ years clinical nursing experience, in RN to BSN Program

NURS 3220 Community as Client (5)NURS 4060 Advanced Health Assess. (4)(Note: Previously earned credit for the other two courses)

Three Students - all Earned Credit

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Students Fall 2008

Student Background Courses Completed Through PLA

Susan Eighteen years experience as sign language interpreter in public schools; Deaf Education Major

SPEC 2110 American Sign Language I (3)SPEC 2120 American Sign Language II (3)

Melissa One high school course and two college courses in sign language plus volunteer experience; Deaf Education Major

SPEC 2110 American Sign Language I (3)

Jessica Courses on sign language in high school and college and experience in public schools; Deaf Education Major

SPEC 2110 American Sign Language I (3)SPEC 2120 American Sign Language II (3)

Michael Five+ years clinical nursing experience, in RN to BSN Program (Plans to complete four Nursing courses)

Elizabeth Five+ years clinical nursing experience, in RN to BSN Program (Plans to complete four Nursing courses)

Crystal Volunteer experience as sign language interpreter; Deaf Education Major

(Working on two ASL courses)

Maria College courses and experience in public schools as sign language interpreter; Deaf Education Major

(Working on two ASL courses)

Lisa Fifteen years experience in military; Criminal Justice Major (Working on one CJ course)

Eight Students with Three Having Earned Credit So Far

Walk in their shoes

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Walk in their shoes

PLA students Have individual skills and knowledge from prior experiences Need to document these to meet objective criteria To achieve professional goals (university credit)

Analogy: Promotion and Tenure

University faculty Have individual skills and knowledge from many sources Need to document these to meet objective criteria To achieve professional goals (promotion and tenure)

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P&T Activity

Scenario: You need to document your competencies as a PLA assessor as part of your P&T application.

Task: Outline your submission Description of competencies Evidence of competencies Significance of competencies

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P&T Activity Discussion

How did you approach the task? What information would you need? What other information would be

useful? Where would you find this

information? Who would you go to for help?

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How did you approach the task?

What do I have to offer? What do they want to see?

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What information would you need?

Eligibility criteria Submission requirements Evaluation criteria

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What other information would be useful?

Guidelines Suggestions Examples

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Learning Outcomes are critical

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Learning outcomes: Define expectations for the target course

Define areas of content (not too specific) Define levels of learning

Define observable/measurable behaviors Must be clear and explicit Should include all valued components

(including process skills)

Learning Outcomes Are Critical

Distinguish between…

Learning activities – experiences that led to learning

Learning outcomes – what someone knows and is able to do

Evidence of learning – tangible products that document learning

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In addition …

To help ensure evidence of learning is valid and authentic

Focus on examples and applications from personal experience

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If learning outcomes are not explicit,

students cannot be held accountable.

Learning Outcomes Are Critical

What are the Challenges for Assessors?

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Challenges for Assessors

Do grades have to be satisfactory for each learning outcome?

How do you handle gaps in learning? Do you allow retakes? If so, what

restrictions? How much support/access should you

provide the student?

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PLA Course Grades

Remember: Grades are satisfactory – not target There is a wide range of satisfactory

learning

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Common Problems

Common assessment problems: Big picture synthesis is missing Context is missing Growth and development is missing Significance of learning is missing Learning is described but evidence and

justification are lacking Narrow focus on individual experience

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What do assessors have to do?

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Role of Faculty Assessors

Help determine appropriate courses based on backgrounds of students

Develop assessment methods appropriate for the course

Provide syllabus and assessment guidelines

Evaluate student documentation, portfolios, etc.

More on Assessor Roles

Assessor =\= Advisor Counselor helps align experience &

courses Assessor promotes growth via feedback

Assessor =\= Tutor or Instructor Avoid perception of undue influence Avoid perception of over-coaching

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Responsibilities

Student: proof of competence

Assessor clear criteria valuation of evidence of learning

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Assessment

Syllabus Description and Learning Outcomes

Evaluation instrument Generic rubric format Flexible to fit any course

Guidelines Suggested/required sources of evidence What is valued

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Evaluation Instrument

Mastery Satisfactory Unsatisfactory

Sources of Learning

Evidence of Learning

Objective 1Objective 2Objective 3, etcAlignments etc

Quality of Presentation

Breadth and DepthOrganizationWriting quality, etc

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Day II Working Session

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Stipulations

GA-BOR promotes ALFI Our institutions are committed to

collaborate on a consortium approach to PLA

This means some consistency in Principles Policies and practices Delivery of services

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Many Faces of PLA

AP CLEP ACE DANTES Challenge exams Portfolio – offered only when other

PLA formats are unavailable

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PLA Models

VSU has presented one model which has been piloted

This is only one possible model for the consortium to consider

Different institutions may choose different models but they should be mutually compatible

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Our Task

Develop PLA course resources Learning outcomes

Define scope of content Define quality (level) of learning Must be measurable Should not be prescriptive

Evaluation rubric Guidelines

What is valued Possible forms of evidence

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Our Task continued

Plan role of PLA within a program What courses within your program?

Plan specific courses for PLA credit What prerequisite experience & knowledge? What constitutes satisfactory? What resubmission policies?

Consider academic rigor What can you do to make this authentic,

valid, and reliable?

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Our Goal

Each institution should identify Issues to be addressed Questions to be answered Challenges to be overcome

What practices could and should be consistent?

What should they look like?

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Issues to be addressed

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Questions to be answered

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Challenges to overcome

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